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MUSIC
Quarter 4 – Module 4b:
Vocal Music of the Romantic Period

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 Music – Grade 9
Alternative Delivery Mode
Quarter 4 – Module 4b: Vocal Music of the Romantic Period
Second Edition, 2022

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of
the Government of the Philippines. However, prior approval of the government agency
or office wherein the work is created shall be necessary for exploitation of such work
for profit. Such agency or office may, among other things, impose as a condition the
payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module are owned by their respective copyright
holders. Every effort has been exerted to locate and seek permission to use these
materials from their respective copyright owners. The publisher and authors do not
represent nor claim ownership over them.

Published by the Department of Education Secretary:

Leonor Magtolis Briones Undersecretary: Diosdado
M. San Antonio

Development Team of the Module

Writers: Dominique A. Palumar, Meah R. Tepacia, Blanche C. Banot

Editors: Mayflor Olarte-Abuso, Blanche C. Banot, Mary Rose G. Acupanda
Yassef Ann S. Tuayon
Reviewer: Gerry E. Rio, Blanche C. Banot, Bethel- Anne S. Parco
Management Team: Senen Priscillo P. Paulin, CESO V Jenith C. Cabajon
Joelyza M. Arcilla, EdD Rosela R. Abiera
Marcelo K. Palispis, EdD Maricel S. Rasid
Nilita L. Ragay, EdD Elmar L. Cabrera
Dan P. Alar, EdD

Printed in the Philippines by ________________________

Department of Education –Region VII Schools Division of Negros Oriental

Office Address: Kagawasan, Ave., Daro, Dumaguete City, Negros Oriental

Tele #: (035) 225 2376 / 541 1117
E-mail Address: [email protected]

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 Introductory Message

This Self-Learning Module (SLM) is prepared so that you, our dear learners, can

continue your studies and learn while at home. Activities, questions, directions,

exercises, and discussions are carefully stated for you to understand each lesson.

Each SLM is composed of different parts. Each part shall guide you step-bystep

as you discover and understand the lesson prepared for you.

Pre-tests are provided to measure your prior knowledge on lessons in each

SLM. This will tell you if you need to proceed on completing this module or if you need

to ask your facilitator or your teacher’s assistance for better understanding of the

lesson. At the end of each module, you need to answer the post-test to self-check your

learning. Answer keys are provided for each activity and test. We trust that you will be

honest in using these.

In addition to the material in the main text, Notes to the Teacher are also

provided to our facilitators and parents for strategies and reminders on how they can

best help you on your home-based learning.

Please use this module with care. Do not put unnecessary marks on any part of

this SLM. Use a separate sheet of paper in answering the exercises and tests. And

read the instructions carefully before performing each task.

If you have any questions in using this SLM or any difficulty in answering the

tasks in this module, do not hesitate to consult your teacher or facilitator.

Thank you.

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 What I Need to Know

Romantic vocal forms like the art songs and operas were about fantasy,

supernatural, romance and the nature as mirror of the human heart. Virtuoso
performers are not only instrumentalists but also singers. One singer sometimes
sounds like several characters by use of different vocal register.

To fully understand and appreciate vocal music of the Romantic Period,

this module will let you experience the cultural developments and artistic forms
of expression of the period. You will also be introduced to some selected works of
Philippine Sarswela, an art form that started more than a century ago that
has similar elements with Romantic Period Opera.

By understanding the past we learn to appreciate the things we enjoy

today.

What I Know

PRE-ASSESSMENT:
Multiple Choice. Write the letter that corresponds to your answer. Write your answers
in a one whole sheet of paper.
1. The following statements are true about proper posture in singing, EXCEPT: A.
It helps the singer project the proper tone quality.
B. It helps you look taller and no need to have good vocal habits.
C. It is essential for voice projection.
D. It promotes efficient breathing.
2. Romantic vocal forms like art songs and operas were mostly about ___.
A. Advent B. Fantasy C. Halloween D. Resurrection
3. The Filipino singer who won international awards like the Olivier and Tony for
her exemplary performance in “Miss Saigon.”
A. Leah Salonga C. Pilita Corrales
B. Morissette Amon D. Sarah Geronimo
4. A traditional theatre genre that dominated the Philippine theatre scene during
the Spanish regime.
A. Moro-moro B. Sarsuwela C. Sinulog D. Sugat
5. The music of this period is characterized as intensely emotional, deriving the
strength from massive forces and vivid orchestration.
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 A. Classical Music C. Romantic Music
B. Contemporary Music D. Sarswela

What’s In
True or False. Which of the following statements characterizes the ideals of a
Romantic period? Write TRUE on the space provided if the statement is correct and
FALSE if it is incorrect. Write your answers in a one whole sheet of paper.

_______ 1. They were inspired by traditional myths.

_______ 2. They liked to deal with the supernatural.
_______ 3. Calm and simple melodic lines.
_______ 4. Strict and contrapuntal.
_______ 5. Purely religious themes and precise.
_______ 6. Grotesque and the ordinary.

What’s New
SONG ANALYSIS: In this activity, you will be given the chance to compare two vocal
works by listening to the songs titled “Gretchen am Spinnrade” by F. Schubert, and
“Mutya ng Pasig” by Nicanor Abelardo. Write their characteristics.
RHYTHM TONE QUALITY
MELODY (Bright, dark, TEXTURE
(Pattern of
TITLE (Range, register, brassy, loud, (Monophony,
movement of the
mode, etc.) harsh, thin, etc.) homophony, etc.)
song)
“Gretchen am
Spinnrade” by
F. Schubert
(Lied/ Art
Song)
“Mutya ng
Pasig” by
Nicanor
Abelardo
(Kundiman)

If you have a smartphone, check out the links below to complete this task. If not,
proceed to the next activity.
• https://www.youtube.com/watch?v=vrgnGgOWJ2w (Gretchen am Spinnrade)
• https://www.youtube.com/watch?v=5kgMF7iOUHs (Mutya ng Pasig)

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 What is It

Vocal Music of the Romantic Period

The Romantic Era brought further changes in the world of vocal music. The art
song (lied) became a special category of vocal music. Composers made great strides
during this time to closely associate the text or words of a piece with its musical
counterpart. The real achievements of the Romantics in the theatre were in opera.
One of the striking characteristics of the late 18th and early 19th centuries is the
development of the idea of romantic love linked to marriage.
Heralded by the French Revolution, the Romantic Period was one of subjectivity. The
music is intensely emotional, deriving the strength from massive forces and vivid
orchestration.

Romantic Period Operas

La Traviata (The Fallen Woman)

• Music by Giuseppe Verdi (1831-1901)
• Libretto in Italian by Francesco Maria Piave, based on “La
Dame aux Camélias,” play by Alexandre Dumas after his
novel by the same name. The play is known in English as
“Camille.”
• Categorized as a Romantic tragedy. Set in Paris, France
during 1850.
• Originally in 3 acts, but present-day productions are usually in
four acts dividing the original Act II.
(Badiola, et.al.,2014)

Synopsis
At one of her brilliant supper parties, the beautiful but frail demimondaine (a
woman supported by a wealthy lover –Merriam Webster Dictionary), Violetta Valéry,
meets the well-born Alfredo Germont. They immediately fall in love and she decides
to abandon her life of pleasure.

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 Alfredo‟s father did not approve of their lifestyle in the country and demands
that Violetta renounce Alfredo. Violetta is determined to make the sacrifice, then
departs and leaves only a note for Alfredo.
She appears at a ball in Flora‟s house in the arm of an old admirer, Baron
Douphol which makes Alfredo angry. Alfredo challenges the Baron to play cards where
Alfredo wins consistently. Unable to persuade Violetta to go with him, Alfredo insults
her. Violetta becomes ill, and all her friends desert her, leaving her virtually penniless.

Alfredo returns to Violetta. His father told him of the real story behind
Violetta‟s departure from their country house, and urged him to seek her forgiveness.
Overjoyed at the sight of him, Violetta attempts to rise but falls into Alfredo‟s arms.
Germont and the doctor enter as Violetta dies.
If you have a smartphone, check out the link below to hear an excerpt of
Giuseppe Verdi’s “La Traviata” titled “Libiamo, ne’ lieti calici”.
• https://www.youtube.com/watch?v=afhAqMeeQJk

Madame Butterfly
• Music by Giacomo Puccini (1858-1924)
• Libretto in Italian by Giuseppe Giacosa and Luigi Ilica.
From the short story by John Luther Lung, derived
from Pierre Loti’s tale Madame Chrysantheme.
• Categorized as a Romantic tragedy. Set numbers;
recitative. Set in Nagasaki, Japan, at the beginning of
the 20th century. Two acts; Act 2 with two parts.

(Badiola, et.al.,2014)

Synopsis
When American naval vessels frequented Japanese seaports, American
Lieutenant Benjamin Franklin Pinkerton met Cio-Cio-San (“Butterfly”) and was
captivated by her beauty. Pinkerton rented a Japanese house and part of his rental
package is his “betrothal” to Cio-Cio-San.
Treating the marriage merely as a casual affair, Pinkerton returns to America
after the wedding leaving Cio-Cio-San loyally waiting for his return. He marries an
American woman named Kate. When he returns to Japan three years later with his
American wife, he learns that he bore a son with Cio-Cio-San. Upon learning that
Pinkerton had married another woman, Cio-Cio-San kills herself to make sure that
Pinkerton takes their son with him.

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 If you have a smartphone, you can watch the full opera of Giacomo Puccini’s
“Madame Butterfly” captured in movie format. Just click the link below.

• https://www.youtube.com/watch?v=3stgof-xyN0

Influences of the Romantic Opera in the Philippines:

Past and Present

In the Philippines, the sarswela, also known as the ‘drama simbolico’ was a
traditional theatre genre that dominated the Philippine theatre scene for over one
hundred years. It was first introduced by Dario Cespedes. Like the Opera of the
Romantic period, its storyline was commonly based on domestic issues that often
exemplified a strong sense of Filipino nationalism and anguish against the country’s
foreign imperialists.
Famous writers of sarsuwela include Benigno Zamora,
Severino Reyes, and Clodualdo del Mundo. Dalagang Bukid
(Country Maiden, 1919) is arguably the most popular Sarsuwela in
Tagalog.
https://unfictionalized.wordp
ress.com/film/article-1/

Today, singers like Maria Callas and Kirsten Chenoweth became famous
because of their performances of different operas and musical plays abroad. In the
Philippines, artists like Isay Alvarez, Robert Seña, Monique Wilson, Jaime Rivera, and
Leah Salonga also became famous not only in the local scene but abroad as well for
their roles in musical plays like the “Miss Saigon.” (Otter, 2014)
If you have a smartphone, you can watch the full Sarswela by Hermogenes
Ilagan & Leon Ignacio’s “Dalagang Bukid”, and an excerpt from “Miss Saigon” featuring
Robert Seña, and Tony & Olivier Awardee Leah Salonga. Just click the links below.
• https://www.youtube.com/watch?v=P2iPV4zQ5fY (Dalagang Bukid)
• https://www.youtube.com/watch?v=jeKoCeDIt84 (Miss Saigon)

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 What’s More
DIRECTION: Listen to aria, “Un Bel Di Vedremo”, from “Madame Butterfly”, Act II and
compare this with the solo song “I’d Give My Life For You” from “Miss Saigon”.
Evaluate their performances by filling in the checklist with the following figures.

Draw: =BEST; = GOOD; = FAIR

“Un Bel Di, Vedremo”
“I’d Give My Life For You”
Vocal Performance (One Beautiful Day, We’ll See)
Solo: Kim
Criteria Aria: Cio-cio San
“Miss Saigon”
“Madame Butterfly”
Breathing
Support/Control
Placement of
sounds
Endurance

If you have a smartphone, check out the links below to complete this activity. If
not, proceed to the next activity.
• https://www.youtube.com/watch?v=CTT5FlTvz4A (Madame Butterfly)
• https://www.youtube.com/watch?v=cwB3Zxh2gSE (Miss Saigon)

What I Have Learned

Congratulations on completing this module. Before we proceed, what are your
thoughts about this lesson? Share your insights by completing the following sentence
prompts in a one whole sheet of paper. .

I have learned that __________________________________________.

NegOr_Q4_MAPEH9_Module4b_v2
 I have realized that __________________________________________.

I will apply _________________________________________________.

What I Can Do
My X-Factor
Gather everyone in your family for a night of music. It is now your turn to perform in
front of your loved ones. Before your performance, you are required to wear an
improvised costume, make-up, props, and be in character that is suitable for your song
choice. If someone in your family can accompany you using a guitar/piano, or provide
improvised musical instruments this will become a plus factor. After your performance,
ask the members of your family to grade you using the rubrics below.

Rubrics for Singing Performance

10 pts. 8 pts. 7 pts. 5 pts.
CRITERIA PROFICIENT BASIC MINIMAL
ADVANCED
Singing with
Singing at
appropriate Singing without
appropriate
volume yet not confidence.
Projection volume (audible, Will not sing.
shouted with Poor breath
not shouted)
prompting from support.
independently.
the family.
Giving an Too shy to show
awesome any gesture or
performance with movement,
Giving a good Running off
conviction, without any hint
Interpretation driving your
enough
of conviction.
without finishing
performance the song.
audience to the With poor
edge of their posture and no
seats. focus.
Singing with Singing through Mumbling,
Tone Quality appropriate with poor breath speaking, Will not sing.
fullness of tone. support. shouting.
With some
In full costume,
In full costume/ missing
make-up, and Wearing plain
Costume, make-up/ props costumes/
props but are not clothes, no
Makeup, Props appropriate for make-up/ props
suited for the make-up/ props.
the song choice. during the
song choice.
performance.

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 Live
Using improvised
accompaniment Using readily
musical
using either a available
instruments No musical
guitar/ piano, instrumental
Plus Factor along with readily accompaniment
etc., along with music/ karaoke
available of any kind.
improvised alone as
instrumental
musical accompaniment.
music/ karaoke
instruments.

Total Points: _________

How did your X-Factor presentation go? What song/ costume/ make-up/ props did
you use? Are you happy with your performance? Write your reflections about the
activity in your Music notebook. Also, if you have a smartphone, try to record your
performance for future reference.

Assessment
Multiple Choice. Write the letter that corresponds to your answer. Write your answers
in a one whole sheet of paper.
1. An opera about a young Japanese girl who falls in love with an American naval
officer with devastating consequences. Set in Nagasaki, Japan.
A. Dalagang Bukid C. Madame Butterfly
B. La Traviata D. Miss Saigon
2. An art form also known as ‘drama simbolico’, a traditional theatre genre that
dominated the Philippine theatre scene for over one hundred years.
A. Cantata B. Opera C. Oratorio D. Sarswela
3. La Traviata composer.
A. Giacomo Puccini C. Hermogenes Ilagan
B. Giuseppe Verdi D. Severino Reyes
4. The following are famous Philippine sarswela composers, EXCEPT:
A. Benigno Zamora C. Erik Matti
B. Clodualdo del Mundo D. Severino Reyes
5. A Sarswela with music composed by Leon Ignacio and lyrics written by
Hermogenes Ilagan.
A. Dalagang Bukid C. Mutya ng Pasig
B. Les Misérables D. Walang Sugat

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 Additional Activities
Essay: Answer the question briefly. Write your answers in a one whole sheet of paper.
(5 pts)

Q: What is the significance of Romantic music to the development of our music today?

A: _________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

References

Textbook:
Badiola, Mary Grace J. et.al., “A Journey Through Western Music and Arts”-Music
and Arts 9 Learner’s Material, Department of Education, 2014, retrieved
January 10, 2022.

Internet Sources:

IMDb, “Jose Nepomuceno’s Dalagang bukid”,

https://unfictionalized.wordpress.com/film/article-1/, retrieved January 10,2022.
Otter, Barron, “Music Learners Material 9 Unit 4”,
https://www.coursehero.com/file/p3b3981/Total-Points-MUSIC-
LEARNERSMATE-RIAL-GRADE-9-Unit-4-V-o-c-a-l-M-u-s-i-c-o-f-t-h/, 2014,
retrieved January 10,2022.

Video Sources:
https://www.youtube.com/watch?v=vrgnGgOWJ2w
https://www.youtube.com/watch?v=5kgMF7iOUHs
https://www.youtube.com/watch?v=afhAqMeeQJk
https://www.youtube.com/watch?v=3stgof-xyN0
https://www.youtube.com/watch?v=P2iPV4zQ5fY
https://www.youtube.com/watch?v=jeKoCeDIt84
https://www.youtube.com/watch?v=CTT5FlTvz4A
https://www.youtube.com/watch?v=cwB3Zxh2gSE

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 For inquiries or feedback, please write or call:

Department of Education – Schools Division of Negros Oriental

Kagawasan, Avenue, Daro, Dumaguete City, Negros Oriental

Tel #: (035) 225 2376 / 541 1117

Email Address: [email protected]
Website: lrmds.depednodis.net

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